Giáo án Tiếng Anh Lớp 10 (Thí điểm) - Unit 9: Preserving the enviroment - Năm học 2020-2021

Planning date: 22/3/2021
	Period 81	REVIEW 3.1 UNIT 6,7,8
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: - Revise and apply words and phrases related to electronic devices
- Revise grammatical points they have learned in unit 6, 7, 8
 + Skills: - develop their communication skills and cultural understanding
- develop the skills of working in pairs and groups
 + Attitude: - To help Ss get started for Unit 9 
- To provide Ss some motivation
+ Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: textbook, lesson plan 
 	2. Students: 	- textbook, notebook . 
- Read through Review 1
C. Methods: CLT, Integrated skills 
D. Procedure
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
LANGUAGE 
Vocabulary
Activity 1 (7’)
- Explain the task requirement.
- Get sts to work individually first to do the task, then work in pairs to compare the answers.
- Ask sts to give the answers.
- Check and correct the answers.
- Expected answers.
1. pay 2. Discrimination 3. Right
4. gender 5. inequality
Activity 2 (7’)
- Explain the task requirement.
- Get sts to work individually first to do the task, then work in pairs to compare the answers.
- Ask sts to give the answers.
- Check and correct the answers.
- Expected answers.
1. electronic 2. player
3. TV shows 4. tablet 5. software
Pronunciation (7’)
- Play the recording and let Ss write down the words that they hear.
- Ask sts to write down the words on the board.
- Check and correct.
+ 1st syllable: Actor, lovely, artist, famous.
+ 2nd syllable: relax, forget, enjoy, remove.
+ 1st syllable: indicate, organise, modernise, difficult
LANGUAGE
Vocabulary
Activity 1
- Listen to the T
- Firstly, work individually first to do the task, then work in pairs to compare the answers.
- Give the answers.
- Check and correct the answers.
Activity 2
- Listen to the T
- Firstly, work individually first to do the task, then work in pairs to compare the answers.
- Give the answers.
- Check and correct the answers.
Pronunciation
- Listen to the recording, and write down the words that they hear.
- Ask sts to read aloud the words.
GRAMMAR
Activity 1 (7’)
- Explain the task requirement.
- Get sts to work individually first to do the task, then work in pairs to compare the answers.
- Ask sts to give the answers.
- Check and correct the answers.
- Expected answers.
1. This door must be kept shut.
2. Refreshment will be served.
3. Bicycles must not be left in the hall.
4. Milk should be shaken before it is used.
5. Books must be kept for 2 weeks.
Activity 2 (7’)
- Explain the task requirement.
- Get sts to work individually first to do the task, then work in pairs to compare the answers.
- Ask sts to give the answers.
- Check and correct the answers.
- Expected answers.
More simple ( simpler) than
The oldest
More important than
The most beautiful
Healthier ( or more healthy ), more peaceful
Activity 3 (7’)
- Explain the task requirement.
- Get sts to work individually first to do the task, then work in pairs to compare the answers.
- Ask sts to give the answers.
- Check and correct the answers.
- Expected answers.
1. Tom works for a company which makes .
2. Linda told me her e-mail address, which I wrote .
3. I do not like people who are never on time.
4. What was the name of the girl whose mobile phone was stolen.
5. Mr Brown, who has worked for the same.., is retiring 
GRAMMAR
Activity 1
- Listen to the T
- Firstly, work individually first to do the task, then work in pairs to compare the answers.
- Give the answers.
- Check and correct the answers.
Activity 2
- Listen to the T
- Firstly, work individually first to do the task, then work in pairs to compare the answers.
- Give the answers.
- Check and correct the answers.
Activity 3
- Listen to the T
- Firstly, work individually first to do the task, then work in pairs to compare the answers.
- Give the answers.
- Check and correct the answers.
Wrapping up (3’)
Summarise the main point of the lesson
Assign ss homework:
Do the exercises in Review at home
Listen and take notes
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Planning date: 22/3/2021
	Period 82	REVIEW 3.2 UNIT 6,7,8
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: - Revise and apply words and phrases related to electronic devices
- Revise grammatical points they have learned in unit 6, 7, 8
 + Skills: - develop their communication skills and cultural understanding
- develop the skill of working in pairs and groups
 + Attitude: - review what they have learnt
- provide Ss some motivation
+ Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: textbook, lesson plan 
 	2. Students: 	- textbook, notebook . 
- Read through Review 3
C. Methods: CLT, Integrated skills 
D. Procedure
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
SKILLS
Reading (10’)
- Ask sts to do the activities 1 and 2 individually first, then work in pairs to compare the answers.
- Ask sts to give the answers.
- Check and correct the answers.
- Expected answers.
1b: 1. D 2. C 3. B 4. A 
2: 
1. It helps sts learn Engish in a more stimulating way.
2. Because it can engage sts and provide them with interactive oppotunities.
3. Because with it teachers can make grammar and vocabulary presentations and save them for using again.
4. They can down loas gap-fill exrcises, multiple choice quizzes or games.
5. They can drag and drop their answers into the gaps with their fingers.
Speaking (10’)
- Get sts to work in groups of 4, take turns asking and answering questions about different customs in 4 countries.
- After about 5 minutes, ask groups to choose one representatives to report the interview result to the class.
- Ask other students to give the comments and decide which sts has the best answers.
Listening (10’)
- Tell sts that they are going to listen to a text about how people greet each other.
- Explain the task requirement.
- Play the recording 2 times for sts to listen and do the task.
- Get sts to work in pairs to do the listening task.
- Ask sts to give the answers.
- Play the recording again and pause at the answers for the sts to check whether their answers are correct or not.
- Give the correct answers.
1. F 2. T 3. F 4. T 6. F
Writing (12’)
- Explain the task.
- Ask sts to use the given information on page 37.
- Give some more instructions.
+ compare and contrast
+ while, whereas, contrary to .
- Get sts to work individually to do their writing task.
- Ask sts to work in pairs for peer correction after finishing their own writing.
- Select one st’s wrting for model correction.
- Give feedback.
SKILLS
Reading
- Firstly, work individually first to do the task, then work in pairs to compare the answers.
- Give the answers.
- Check and correct the answers.
Speaking
- Work in groups of 4, take turns asking and answering questions about different customs in 4 countries.
- Choose choose one representatives to report the interview result to the class.
- Others give the comments and decide which sts has the best answers.
Listening
- Listen to the T
- Listen to the recording and do the task
- Give the answers
- Check and correct the answers
Writing
- Listen to the T
- Work individually to do their writing task
- Work in pairs for peer correction after finishing their own writing.
- Pay attention to the T’s model correction.
Wrapping up (3’)
Summarise the main point of the lesson
Assign ss homework:
Prepare Getting started – unit 9 at home
Listen and take notes
*************************************************
Planning date: 22/3/2021
Period 83	UNIT 9: PRESERVING THE ENVIROMENT
LESSON 1 – Getting Started 
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: - Help learners get started with some language items in Unit 9
- For vocabulary, memorize words and phrases related to environmental impacts that can help us learn 
- For pronunciation, recognize stress in three – syllable nouns
- For grammar, revise reported speech
 + Skills:	- Get started with 4 skills in Unit 9
- Reading: Read for general ideas and specific information about threats to the natural environment.
- Speaking: Talk about the environmental impacts of human activities.
- Listening: Listen for gist and specific information in a student’s talk on environmental impacts. 
- Writing: Write about environmental problems and giving some practical advice on how to preserve the environment.
 + Attitude: - Be more aware of the custom and traditional values in Viet Nam
- Motivate ss
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: Textbook, lesson plan 
 	2. Students: 	- Textbook, notebook .
- Read through English Unit 8 - Getting started at home
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
WARM UP (5’)
+ Network
- Ask sts to work in groups of 3 or 4. 
- Ask sts to give a list of the animals which are in danger of extinction.
- After 3 minutes, the group which has the longest list will be the winner.
-Lead into the lesson.
+ Ask ss some questions related to environment:
 “ What will happen if our environment destroyed?”
+ Inform the class of the lesson objectives: getting to know the topic preserving the environment.
Activity 1 (10’)
- Tell the class that they are going to listen to a conversation between Nam and his father.
-Ask Ss to predict what they are going to talk about.
-Playing the recording for Ss to listen and read the conversation at the same time.
-Remind Ss not to worry about the unknown words or grammar points, but try to work out the general idea of the conversation.
Activity 2(12’)
- Ask sts to work individually first to see the pictures and words then in pairs to label the photos.
- Allow two minutes for the pairs to look up the words and phrases in a dictionary to confirm their meaning.
- Check ss’ answers as a class and give explanations if necessary.
- Have sts note down the words in their notebooks.
- Expected answers:
a, greenhouse effect d, polar ice melting
b, pollution e, fossil fuels.
c, deforestation 
Activity 3 (15’)
- Ask sts to work individually to check the information, underline the key words in the questions, and use them to scan for the relevant information in the conversation.
- Get sts to work in pairs to compare the answers.
- Invite 3 sts, at random, to go to the board to write down the answers.
- Check and correct the answers with the whole class.
- Expected answers:
1. He is writing a letter for the school newsletter.
2. The editor asked nam to write some practical advice on enviromental preservation.
3. It means the negative influence or effect on the enviroment.
4. Because he thinks if we can see the impacts on natural enviroment, we will know how to protect it.
5. They are deforestation, pollution, global warming, fuel depletion, polar ice melting and the rise of sea levels.
6. It depends on sts.
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework: 
Read Unit 9 - Language at home
- Work in groups of 3 or 4.
- List the animals which are in danger of extinction.
- Give the answers.
- Listen to the T.
Activity 1
- Listen to the T
- Give predicion.
- Listen to the recording and read the conversation quitely.
Activity 2
- Work individually first to see the pictures and words then in pairs to label the photos.
- Look up the words and phrases in a dictionary to confirm their meaning.
- Gve the answers.
- Check and correct the answers.
- Note down the words in their notebooks 
Activity 3
- Work individually to check the information, underline the key words in the questions, and use them to scan for the relevant information in the conversation.
- Work in pairs to compare the answers.
- Gve the answers.
- Check and correct the answers.
- Note down the words in their notebooks.
- Listen to the teacher and write in the notebooks
***************************************************
Planning date: 25/3/2021
Period 84	UNIT 9: PRESERVING THE ENVIROMENT
	LESSON 2 – LANGUAGE
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: 	- To provide learners some language items in Unit 9
- For vocabulary, memorize words and phrases related to enviromental impacts and preservation.
- For pronunciation, recognize stress in three syllable nouns.
- For grammar, revise reported speech.
 + Skills: - develop the skills of working in pairs and groups
 + Attitude: - encourage Ss to work harder	
- provide Ss some motivation
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: textbook, lesson plan 
 	2. Students: 	- textbook, notebook .
- Read through English Unit 9 - Language at home
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
Warm- up (5’)
- Ask students to list out the factors that pollute the envoroment.
- Let students work in pairs
- Ask students questions 
VOCABULARY (12’)
Activity 1
- Ask Ss to work individually first to do the tasks then work in pairs to compare the results with their partner.
- Asks Ss to give the reasons for their answers.
- Expected answer:
1. preserve 5. Greenhouse effect
2. deforestation 6. Global warming
3. fossil fuels 7. depletion
4. pollute 8. damage
Activity 2
- Ask Ss to work in pair ,read the sentences again and do the task
- Encourage Ss to exchange their answers with a partner to see if they understand the contexts an and the meaning of each sentence.
- Asks Ss to give the reasons for their answers.
- Expected answer:
1.protect 2. preservation 3. contaminate
4. consumption 5.deforest 6.pollute 7.deplete
Activity 3
- Ask Ss to work individually first to do the tasks then work in pairs to compare the results with their partner.
- Asks Ss to give the reasons for their answers.
- Expected answer:
1. consumption 5. polluted
2. consume 6. pollution
3. preserve 7. contamination
4. preservation 8. Contaminate
PRONUNCIATION(10’)
1. Listen and repeat
- Play the recording and let Ss listen
- Play it again with pauses for them to repeat each word
2. Listen to the sentences and practise saying them loudly.
- Ask Ss to read the word in rows paying attention to the difference between the sound clusters
- Play the recording and let Ss listen to the sentences and circle the word they hear.
GRAMMAR(15’)
Activity 1
- Ask Ss to read through the six statements.
- Let sts go back to the Getting started to check the information.
- Have sts compare the answers with their partner.
- Check and correct the answers orally with some sts at random.
- Expected answers:
Nam: 1,3,5 The editor:2 Nam’s father: 4,6
- Explain the grammar point; Reported speech
+ The opening(‘) and closing (‘) quotation marks are needed for writing reported speech.
+ Verbs in reported speech usually go back one tense, and impertaive verbs change to infinitive.
+ Say/ Tell can be used in reported speech, Say does not need an object, but Tell does.
Activity 2
- Explain the task requirement.
- Get sts to work individually first to do the task, then work in pairs to compare the answers.
- Ask sts to give the answers.
- Check and correct the answers.
- Expected answers.
Ask them to give clues for their answers
1. Nam said that pollution was one of the problems in his neighborhood.
2The editor said that more people were aware of the preservation of natural resources.
3. The sts told their teacher they were discussing the protection of the natural enviroment.
4. nam’s father told him to use the web serch engine to find the information that he needed.
5. Nam said it was confusing becaue there were too many web pages abt..
6. Scientists said that air pollution was one of the causes of the greenhouse effect.
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework: 
Read Unit 8 - Reading at home
- Work in pairs.
- Discuss the T’s question.
- Give the answers.
Activity 1
- Firstly, work individually first to do the tasks then work in pairs to compare the results with their partner.
- Give the answer.
- Check and correct the answer.
Activity 2
- Firstly, work individually first to do the tasks then work in pairs to compare the results with their partner.
- Give the answer.
- Check and correct the answer.
Activity 3
- Ask Ss to work individually first to do the tasks then work in pairs to compare the results with their partner.
- Asks Ss to give the reasons for their answers.
1. Listen and repeat
- Listen to the recording.
- Listen and repeat.
2. Listen to the sentences and practise saying them loudly.
- Read word in rows paying attention to the difference between the sound clusters
- Listen to the sentences and circle the word they hear 
Activity 1
- Work individually, read through the 6 statements.
- Go back to the Getting started to check the information.
- Compare the answers with their partner.
- Check and correct the answers orally with the T.
- Listen to the T.
- Take notes.
Activity 2
- Listen to the T’s explaination.
- Work individually first to do the task then work in pairs to compare the answers.
- Give the answer.
- Check and correct the answer.
- Listen
- Listen to the teacher and write in the notebooks
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Planning date: 25/3/2021
Period 85	UNIT 9: PRESERVING THE ENVIROMENT
	LESSON 3 – READING
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: - Identify different types of pollution.
- Understand the causes and negative effects of pollution on our enviroment and health.
 + Skills: - To promote Ss to develop their reading skills
	- Skim the text to get the general idea about new ways to learn English
	- Scan the text to get some specific details about new ways to learn English
 + Attitude: - To encourage Ss to work harder	
- To provide Ss some motivation
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: textbook, lesson plan 
 	2. Students: 	- textbook, notebook . 
- Read through new English10 Unit 9 - Reading at home
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
WARM UP (5’)
- Ask sts to name the types of pollutions that they know, encourage them to present the causes of the pollutions.
- Call some sts, at random, to give the ideas.
- Listen to the sts.
- Give feedback.
- Lead sts into new lesson.
Activity 1 (7’)
- Show some pictures on the board/ the screen.
- Get sts to work in pairs and describe the pictures.
- Give suggesting questions:
1. What can you see in each picture?
2. What is the enviromental impact in each photo?
- Elicit the answers from the sts and put them on the board/ screen.
- Give feedback.
- Suggeted answers:
a. noise pollution b. water pollution
c. air pollution d. soil pollution 
Activity 2 (10’)
- Ask sts to read the text quickly and find repeated words and their collocations
- Explain to the sts that repeated words in a text may imply its main idea or title
- Have sts skim the text to choose the best title.
- Have sts work individually first to do the task, then work in pairs to give the answer.
- Suggested answer: c
Activity 3 (10’)
- Have sts match each of the highlighted words with the correct definition, ask them to work individually first , then check with a partner.
- Let ss use a dictionary if necessary. Go over the answers to make sure they have matched them correctly.
- Suggested answers:
1.ecosystem /’I:kəʊsistəm/
2.pesticides //
3.inorganic /inɔ:’gǣnik/: vo co
4.vegetation /vedƷə’teiʃn/: thuc vat
5.fertilizer /fɜ:təlaizə/
6.pollutants
Activity 4 (10’)
- Ask ss to scan the text and read the instructions carefully.
- Have them highlight the key words in both the sentences provided and the text.
- Encourage ss to underline the parts of the reading text relevant to the statements.
- Check ss’ anwer to make sure they are correct.
- Suggested answers:
1. F (Environmental pollution is one of the impacts of human activities)
2. F (the greenhouse .air pollution)
3. T 4. T 5. T 6. T
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework: 
Do exercises in handouts
Read Speaking at home
- Work individually.
- List the types of pollution that they know.
- Present the causes of the pollutions if possible.
- Listen to the T 
Activity 1
- Look at some pictures on the board/ the screen.
- Work in pairs and describe the pictures.
- Give the answers.
- Check and correct the answers.
Activity 2
- Listen to the T.
- Work individually first to do the task, then work in pairs to gie the answer.
- Give the answers.
- Check and correct the answers.
Activity 3
- Listen to the T.
- Work individually first to do the task, then work in pairs to gie the answer.
- Give the answers.
- Check and correct the answers.
Activity 4
- Listen to the T.
- Work individually first to do the task, then work in pairs to gie the answer.
- Give the answers.
- Check and correct the answers.
- Listen and take notes
*********************************************************
Planning date: 25/3/2021
Period 86	UNIT 9: PRESERVING THE ENVIROMENT
	LESSON 4 – SPEAKING 
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: - Talk about different types of pollution.
	- Understand and talk the causes and negative effects of pollution on our enviroment and health.
 + Skills: - To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
 + Attitude: - To encourage Ss to work harder	- To provide Ss some motivation
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: textbook, lesson plan 
 	2. Students: 	- textbook, notebook . 
- Read through English10 Unit 9 - Speaking at home
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
WARM UP (5’)
- Write down the sources of fuels you know
- Offer to help and check 
The questions
1. Which source of energy is the most popular in our country?
2. Is it limited or unlimited? What should we do to be sure that we can continue to use it in the future?
- Elicit the sts’answers.
- Give feedback.
- Lead into new lesson.
Activity 1(10’)
- Introduce the topic by asking such questions as: 
1, What are the types of environmental pollution caused by human activities?
2, Can you label the photos with specific types of pollution?
- Elicit the sts’answers.
- Give feedback.
- Expected answers:
a. Soil pollution
b. water pollution
c. air pollution
d. noise pollution
Activity 2 (15’)
- Focus Ss’ attention on the instruction and the table. 
- Ask them to work individually and read the text carefully before they complete the table.
- Remind them to refer back to the reading text to get the necessary information. 
- Let them work with a partner if they need more help
- Elicit the sts’answers.
- Give feedback.
- Expected answers:
Types of pollution
consequence
Soil pollution
Contaminated vegetation and the decrease of soil fertility leading to the negative utilization of land
Noise pollution
Human psychological and health problems such as stress, the increase of heart rate and hearing damage.
- Get sts to work in pairs and use the information in the table to talk about different types of pollution.
Example: Air pollution results from fossil fuel burning by motor vehicles, factories, aircraffs and rockets. Air pollution can lead to a series of environmental problems ..
- Go around the class to observe and control the activities.
Activity 3(12’)
- Have sts continue working in pairs, making conversation basing the information they talked in While speaking.
- Give enough time for Ss to read the conversation individually. 
- Check comprehension as a class.
- Have ss practice the conversation in pairs
- Walk round to monitor and provide help.
- Select some pairs to role-play the conversation in front of the class.
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework: 
Do the exercises in handouts
Prepare Listening at home
- Answer to the T’s question.
+ Possible answers: petrol, oil, coal, natural gas.
- Give the answers.
- Listen to the T
Activity 1
- Listen to the T.
- Give the answers.
- Check and correct the answers.
Activity 2
- Listen to the T
- Work individually and read the text carefully before they complete the table.
- Give the answers.
- Check and correct the answers.
- Work in pairs, take turns talking about different types of pollution.
Activity 3
Work in pairs, making conversation basing the information they talked in While speaking.
- Listen and take notes
Planning date: 25/3/2021
Period 87	UNIT 9: PRESERVING THE ENVIROMENT
	LESSON 5 – LISTENING 
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: - Use words and phrases related to different types of pollution.
	- Know more about the causes and negative effects of pollution on our enviroment and health.
 + Skills: - To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
 + Attitude: Students understand more about the causes and negative effects of pollution on our enviroment and health.
+ Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: textbook, lesson plan 
 	2. Students: 	- textbook, notebook . 
- Read through new English10 Unit 9 - Listening at home
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
WARM UP (7’)
- Have sts listen to a song and answer the question “: What have human beings done to the environment?”
- Expected answer: We, human beings, have been destroying the environment.
- Show a picture and ask sts what the people are doing.
- Expected answer: They are planting trees
- Lead into new lesson.
Activity 1 (7’)
- Ask ss to read the instructions and the titles.
- Ensure that they understand the task and vocabulary.
- Explain if there are any new words. Give Vietnamese equivalents if necessary.
- Play the recordings and have ss do the activity 
- Check the answers.
- Play the recording again if many ss in the class have incorrect answers, pausing at the place where they can get the correct information.
- Expected answers: C
+ degraded + aquatic
+ resulted + awareness
+ sewage 
Activity 2 (8’)
- Ask ss to read the words and instructions carefully individually. 
- Ensure that they understand the task and vocabulary
- Play the recording once or twice again for ss to do the task.
- Ask ss to work with a partner about two minutes to discuss the meaning of the words.
- Check answers as a class.
- Expected answers: 
+ degraded + aquatic
+ resulted + awareness
+ sewage
Activity 3 (10’)
- Ask ss to read the instructions carefully and the sentences 1-6.
- Make sure that they understand the sentences.
- Provide help with the new words if necessary
- Play the recording once or twice again for ss to fill in the gaps
- Ask ss to work with a partner to compare the answers.
- Invite representatives from some pairs to report their answers to the class. 
- Give feedback and correct any wrong answers.
- Expected answers:
1.affected
2.global warming
3. ecosystem
4. health problem
5. control
6. friendly materials 
Activity 4 (10’)
- Have ss work in 4 groups discuss the questions 
- Call on some ss at random to present their opinions to the whole class.
- Play the recording again, pausing at times. Tell Ss to note down the answers during the pauses.
- Check the answer as a class.
- Expected answers:
1. The natural world in which people, animals and plants live.
2. The burning of fossil fuels by factories and motor vehicles.
3. The use of harmful chemicals in agriculture.
4. The extinction of rare animals and extreme floods and land erosion.
5. We should dump harmful rubbish and chemicals at appropriate places.
6. We should replace deforestation with forestation.
7. We should make every effort to preserve the environment for the next generations.
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework
Do the exercises in handouts
Prepare Writing at home
- Answer to the T’s question.
- Give the answers.
- Listen to the T
Activity 1
- Read the instructions and the titles
- Listen to the T
- Listen to the recording and do the task individually first, then compare the answer with a partner.
- Give the answers.
- Check and correct the answer.
Activity 2
- Read the words and instructions carefully individually. 
- Listen to the recording and do the task individually first, then compare the answer with a partner.
- Give the answers.
- Check and correct the answer.
Activity 3
- Read the instructions carefully and the sentences 1-6.
- Listen to the recording and do the task individually first, then compare the answer with a partner.
- Give the answers.
- Check and correct the answer.
Activity 4
- Work in 4 groups discuss the questions 
- At random, give the answers.
- Check and correct the answer.
- Listend and take notes 
Planning date: 28/3/2021
Period 88	UNIT 9: PRESERVING THE ENVIROMENT
	LESSON 6 – WRITING 
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: Understand the causes and negative